Interview

=__Interview__=

For interview purposes, an administrator responsible for testing at the primary level was chosen. In the primary grade levels, typically one will see the first signs of testing difficulties. The questions asked as well as the answers follow. These answers are written in first person based on the information provided by the administrator.

1. What difficulties have you experienced this school year or in the past when using standardized testing with special education students? Difficulties with standardized testing for special education students are numerous. Often it seems that no assessments, the SOL, VGLA, VAAP, are suitable for certain students. As an IEP team, it is often difficult to discuss and make the decision on appropriate assessments. (As a personal example, I would site third grade student K. Johnson. He took the SOL test with accommodations. Since he was not working on grade level, he was unable to qualify for participation with a VGLA. The SOL test caused this child’s frustration level to escalate to a point when he began to cry. Looking back, a VAAP may have been a better choice. We initially thought that a VGLA would be best for another student, D. Woods. He surprised us all and was ready for an SOL and did quite well.) However, for some students, none of the assessments are fair.

2. Have you had parent complaints or concerned about the use of standardized testing with their special education student? Throughout my years as an administrator, parents have continually voiced their concerns. During IEP meetings, even before 3rd grade, we begin to discuss the testing process and possible accommodations and/or alternatives. Parents have often voiced concern that their child "will not be ready for that", referring to any of the standardized tests.

3. How do you think the use of standardized testing with special education students impacts the teachers who work with those students? The impact on teachers is profound. Teachers in this area continually strive to do what is best for the individual child. They take their jobs very personally, making sure they include all possible appropriate accommodations on IEPs. As testing time approaches, teachers again weigh very heavily which assessment should be used - SOL, VGLA, VAAP. Because we have students with severe delays and handicaps, the teachers struggle to select the SOL tests on which they believe their students will be able to achieve mastery.

4. Do you think that instructional time is compromised due to the need to use this type of testing with students? When it comes to compromised instructional time, it becomes apparent that compiling the evidence for VGLAs and VAAPs becomes the focus of the school day. While yes, the teacher is working with the student in order to compile the evidence required, it becomes necessary to concentrate on the building of the portfolio. Although this activity is essential for the test, instructional time for the child is subsequently reduced. SOL tests make it necessary for teachers to behave in much the same fashion. Teachers feel obligated to focus on practice tests. As a school, we are not given much of a choice because we are expected to perform and out-perform ourselves each year. This trend will most likely persist provided that school funding continues to have ties to test scores of our students.

5. What changes have been made in your school to better serve special education students participating in standardized testing? Fortunately, at this school, we have never relied on the VGLA for assessments. After the coming year, the VGLA will no longer be in use. Schools that have come to depend on this assessment will be in a difficult position. We have really tried to work with our learning disabled students by utilizing accommodations for the SOL test each year. Many of the more severely handicapped students have used the VAAP (Virginia Alternate Assessment Program). In the primary grades, we have attempted to completely eliminate paper/pencil testing for students with learning disabilities. Although we were somewhat fearful initially, results have shown that these students perform very well on computerized tests. The use of the Interactive Achievement program has also helped to prepare these and all other students for the year end standardized tests.

6. Are you aware of other changes that you would like to make or programs implemented in order to help this situation? If so, what? I would love to implement an instructional program called Success Maker. This is a computer based program that could be used as a part of instruction as well as remediation. It would provide a more accurate measure of a student’s readiness for an SOL test. I have asked each of the teachers at the school to preview this program and all have been very pleased with the material covered and the results obtained. They also feel that Success Maker would be a great addition to our educational program and may help to preserve some valuable instructional time.

7. Have you had any suggestions from regular education or special education teachers on how best to work with special education students? If so, what were they? Suggestions on how to work with standardized testing for special education students have always been quite challenging. All teachers would request smaller class size, ability to provide more individualized instruction, additional support and unlimited funding. Unfortunately, in the state of Virginia and surrounding areas, many of these justifiable wants remain unfunded and unavailable. We currently have teachers who are tutoring student free of charge, retired teachers who are returning to assist with remediation, and a staff who truly believes it their goal to provide what is necessary for our students. I believe that our students have performed well on assessments because they hear from us that we believe they can and it is expected. All teachers relay a clear and constant message with regards to high expectations and desire for students to always do their very best. We never give up on a child, no matter how difficult the situation.

8. What are your feelings about linking these standardized test scores to school funding and/or teacher pay? I do not want to see standardized test scores any further linked to funding or teacher pay. We already look too heavily at this one piece of information as a tool for measuring what is happening everyday in a school. We all know that there are so many factors that go into how these test scores will turn out on any given day.

9. Do you think that standardized testing is the most effective method of testing for special education students? Why or why not? I would rather see schools using a type of growth model for the majority of our special education students. This type of assessment would show at what level a student is initially functioning and also how they are performing presently. This type of growth model could be exhibited with the use of some type of portfolio. Personally, I think of Ms. Shrader's and Mrs. Kruse's students who have more severe delays and disabilities. It would make more sense for each of those children to show some type of development/growth rather than focus on an ending score.

10. What other types of testing (if any) would you like to see included for special education students? Honestly, I do not know that a growth model is the best idea for all special education students. I am simply unable to see how we are being fair to special education students at the present time.

EDEL 635 Donna Stowe